The issue is always in the spotlight in the world of education is still just about the quality of the output (graduates) are characterized by low standards of the national final examinations set by the government. The low standard set by the government is indirectly describe our expectations on the quality of graduates is low anyway. However, it turns out that on the other hand, most practitioners in the field of education is "troubled" by the rules of standard-setting students' graduation, considering the quality of the process are still not able to guarantee the achievement of the standard rate.
Standard 4.0 is a relatively very low numbers to be accepted as a description of the quality of the outcome of the educational process that we expect. But reality says. While for most of the practitioners in the field who really understand the quality process that thinks it's done (read: 4.0) as a very high standard to be achieved by the students.
Yet according to my assumption that, the standard 4.0 is regulated by the government not based on quality targets aspired results. But rather is the result of adjustments to the reality on the ground. 4.0 Determination of numbers and can not provide enough energy for practitioners to stimulate performance and increase the quality of the educational process. Moreover, to achieve these standards still tolerate the existence of discretion to manipulate the process of implementation of the exam by the invigilator and engineering assignment by the exam committee / teacher. So we never really could get a picture of the quality of the results of the educational process that we do.
However there are also some small schools that can surpass the standard set by the government with ease. This illustrates the disparity of education quality, and indeed happen quite sharp disparities. When for example we try to compare between the state schools with private, then between the schools under the Ministry of National Education under the Ministry of Religious Affairs, it is evident there is a very sharp from the aspect of quality of their processes and quality results. Examples of more concrete example of SMU Negeri 1 with SMU Muhammadiyah Mataram Masbagaik (between public and private), there was disparity in the quality of outcome and process quality is very sharp. Another example, among high school a Madrasah Aliyah Selong with Jackfruit scarf NW (between the educational institution under MONE / MORA country with public / private) seems things happen (disparity) of the same sharp.
Disparity issues in the aspect of process quality and quality of education, in addition to other factors, to some extent also affected by the injustice of government in implementing education policy. This (injustice in the application of education policies), was felt especially by private educational institutions (private education) for example in the distribution of budgetary support operational costs of education, the distribution of aid educational staff (teachers) to schools, distribution of relief either in the form of procurement infrastructure and educational facilities, distribution of scholarships, the distribution of opportunities and access information about educational opportunities, etc..
The issue of injustice felt the government was also very clear even by the teachers, especially by those in private schools, for example in access to opportunities and opportunities of information even to foster and enhance teacher professional careers. Likewise, private educational institutions have often become the object of extortion for unscrupulous officials and superintendent of education.
On the other hand the state schools, the government virtually gave the entire operational costs, various types of support facilities and amenities, teachers, and even greater information access than private schools. However there are still many schools who collect "user fees" education (or with other terms) is quite large, and even bigger than the private educational institutions. This further adds to the burden of parents, so many are complaining about the increasing costs to acquire education at state educational institutions.
Ironically understanding of the concept of School Based Management (SBM) which is being developed with new lemabga eksisnya School Committee and Board of Education, more interpreted as a shift of authority from the school committee to decide the number and type of tuition fees from parents. So actually the same paradigm of school committees with BP3, because in practice that happens there is no element of creativity committee to seek and mobilize resources from society unless the parents to help the educational process at school. And the fact the greater number of charges and types, more and more to the same person, resulting in many complaints of parents against the increasingly high cost of child education.
The problems of distribution of teachers (teachers), also shows the very real injustice both qualitatively and quantitatively given to public schools. So impressed more government wants to show himself as a player education that is ready to compete unfairly with the public (private), rather than as a regulator that regulates and create conditions conducive for the continuity of a healthy competition between communities (lembga education) itself.
On the distribution of aid for infrastructure and facilities such as the procurement of books & learning tool, I think we all know there is tremendous inequality in some public schools as there are books and learning tools that are less effective because they were many. While in private schools do not exist, unless the school was able to buy their own.
In the distribution of scholarships, there is also a policy that falls short of justice for example in terms of the number of scholarship recipients at private schools are always less than public school, when reality shows that, parents who are economically relative tendency to enter their children into public schools. And for those who can not choose to go to private schools. The main reasons largely not because of the ability / her low intellectual achievement, but more dominant as the cost of education in government schools is too high.
Then in terms of distribution opportunities for information access and education policy there is also injustice, for example, for the dissemination of policy and educational systems, it was always the main target is guru-guru/sekolah country, while private schools were much less attention. So an understanding of the curriculum / educational systems and development policy in education berabagai less konprehenship to be implemented well by them (educational staff) who are in private schools.
Thus the government does not seek to create conditions conducive to private educational institutions to be able to compete fairly with the public schools. Yet if we understand the subject at once the object of education (students) in both the private and state schools are all children of the nation, citizens have an equal right to get a decent education as set forth in the Constitution of 45, including amendments.
Reality of injustice the government in implementing policies in the field of Education has shown that governments are less appreciative of the community initiative to build and manage an educational institution in order to assist educational equity for all citizens. It also gives the impression that only government can succeed in managing the education of good quality.
If this (the injustices in education policy) allowed to continue then, will arise even apathy that will happen stultify from school / private madrasah to be willing and able to compete with public schools equitably.
The real implications of this inequity is the disparity in the quality of education rose sharply. How is it possible for the curriculum (materials), goals, targets and the mastery of the material with the same measure we can obtain the same results if the infrastructure, facilities, financial, and educational staff are far berbada in quality and quantity. Quality of education is largely determined by the level of process quality. While the quality of processes greatly influenced by the presence of facilities, teachers (SDM), as well as financially.
